ThesubjectsofthefollowingstudiesaretakenfromthehistoryoftheRenaissance,andtouchwhatIthinkthechiefpointsinthatcomplex,many-sidedmovement.IhaveexplainedinthefirstofthemwhatIunderstandbytheword,givingitamuchwiderscopethanwasintendedbythosewhooriginallyusedittodenotethatrevivalofclassicalantiquityinthefifteenthcenturywhichwasonlyoneofmanyresultsofageneralexcitementandenlighteningofthehumanmind,butofwhichthegreataimandachievementsofwhat,asChristianart,isoftenfalselyopposedtotheRenaissance,wereanotherresult.Thisoutbreakofthehumanspiritmaybetracedfarintothemiddleageitself,withitsmotivesalreadyclearlypronounced,thecareforphysicalbeauty,theworshipofthebody,thebreakingdownofthoselimitswhichthereligioussystemofthemiddleageimposedontheheartandtheimagination.Ihavetakenasanexampleofthismovement,thisearlierRenaissancewithinthemiddleageitself,andasanexpressionofitsqualities,twolittlecompositionsinearlyFrenchSummary原题，google出来的too，一个百科全书里的词条：computer-assistedinstruction(CAI),aprogramofinstructionalmaterialpresentedbymeansofacomputerorcomputersystems.Theuseofcomputersineducationstartedinthe1960s.Withtheadventofconvenientmicrocomputersinthe1970s,computeruseinschoolshasbecomewidespreadfromprimaryeducationthroughtheuniversitylevelandeveninsomepreschoolprograms.Instructionalcomputersarebasicallyusedinoneoftwoways:eithertheyprovideastraightforwardpresentationofdataortheyfillatutorialroleinwhichthestudentistestedoncomprehension.Ifthecomputerhasatutorialprogram,thestudentisaskedaquestionbythecomputer;thestudenttypesinananswerandthengetsanimmediateresponsetotheanswer.Iftheansweriscorrect,thestudentisroutedtomorechallengingproblems;iftheanswerisincorrect,variouscomputermessageswillindicatetheflawinprocedure,andtheprogramwillbypassmorecomplicatedquestionsuntilthestudentshowsmasteryinthatarea.Therearemanyadvantagestousingcomputersineducationalinstruction.Theyprovideone-to-oneinteractionwithastudent,aswellasaninstantaneousresponsetotheanswerselicited,andallowstudentstoproceedattheirownpace.Computersareparticularlyusefulinsubjectsthatrequiredrill,freeingteachertimefromsomeclassroomtaskssothatateachercandevotemoretimetoindividualstudents.Acomputerprogramcanbeuseddiagnostically,and,onceastudent'sproblemhasbeenidentified,itcanthenfocusontheproblemarea.Finally,becauseoftheprivacyandindividualattentionaffordedbyacomputer,somestudentsarerelievedoftheembarrassmentofgivinganincorrectanswerpubliclyorofgoingmoreslowlythroughlessonsthanotherclassmates.Therearedrawbackstotheimplementationofcomputersininstruction,however.Theyaregenerallycostlysystemstopurchase,maintain,andupdate.Therearealsofears,whetherjustifiedornot,thattheuseofcomputersineducationdecreasestheamountofhumaninteraction.Oneofthemoredifficultaspectsofinstructionalcomputersistheavailabilityanddevelopmentofsoftware,orcomputerprograms.Coursewarecanbeboughtasafullydevelopedpackagefromasoftwarecompany,buttheprogramprovidedthiswaymaynotsuittheparticularneedsoftheindividualclassorcurriculum.Acoursewaretemplatemaybepurchased,whichprovidesageneralformatfortestsanddrillinstruction,withtheindividualparticularstobeinsertedbytheindividualschoolsystemorteacher.Thedisadvantagetothissystemisthatinstructiontendstobeboringandrepetitive,withtestsandquestionsfollowingthesamepatternforeverycourse.Softwarecanbedevelopedin-house,thatis,aschool,course,or...
